Journal of Experimental Child Psychology最新文献

Influence of victims’ responses on children’s costly third-party punishment 受害者的反应对儿童昂贵的第三方惩罚的影响

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-08-06 DOI: 10.1016/j.jecp.2025.106351

Yuanyuan Li , Pengchao Li , Jiajing Cai , Qiaoyu Zhou , Jie He

{"title":"Influence of victims’ responses on children’s costly third-party punishment","authors":"Yuanyuan Li , Pengchao Li , Jiajing Cai , Qiaoyu Zhou , Jie He","doi":"10.1016/j.jecp.2025.106351","DOIUrl":"10.1016/j.jecp.2025.106351","url":null,"abstract":"<div><div>Third-party punishment (TTP) promotes social cooperation and enforces social norms. Even children are willing to pay a cost to implement such punishment. While children punish for retributive and consequentialist concern focused on the violator, whether they consider victims’ feelings when implement TPP remains unclear. This research investigated whether six-, eight-, and ten-year-old Chinese children (N = 218) take victims’ responses into consideration when punishing moral, conventional, and personal violations. Participants were shown violations across domains with response (positive vs. negative) or without response and were asked to decide whether to pay a cost to punish the violator. According to Experiment 1, children of each age made distinctions between social domains in their TPP. Victims’ positive responses decreased TPP in the moral domain, but not in the conventional or personal domains. Experiment 2 revealed that nine-year-olds (not six-year-olds) punished less when the victim (compared to a bystander) gave a positive response. This study identified the development of children’s costly TPP across domains and the influence of victims’ responses on children’s punishment.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106351"},"PeriodicalIF":2.0,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of perceptual diversity in numerical discrimination 知觉多样性对数字歧视的影响

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-08-02 DOI: 10.1016/j.jecp.2025.106352

Stacee Santos , Tasha Posid , Sara Cordes

{"title":"The impact of perceptual diversity in numerical discrimination","authors":"Stacee Santos , Tasha Posid , Sara Cordes","doi":"10.1016/j.jecp.2025.106352","DOIUrl":"10.1016/j.jecp.2025.106352","url":null,"abstract":"<div><div>The ability to abstract the numerosity of a set, independent of perceptual attributes such as color, shape, or texture, is critical to a true understanding of number. Substantial evidence suggests that variations in perceptual attributes of sets (e.g., differing colors and shapes of items) hinder preschoolers’ abilities to exactly match the number of items across sets. Yet, it is unclear whether it is the precise nature of the demands of a matching task that may highlight perceptual attributes of items within the set. Less work has focused on how perceptual variations influence approximate (i.e., imprecise) numerical abilities, such as numerical discrimination. In the present study, 3–10-year-old children and adults were asked to compare sets of items with different perceptual attributes either <em>within</em> the set (e.g., sets containing both blue and red items), <em>across</em> the set pairs (e.g., comparing a set of red items to a set of blue items), or both. Results reveal discriminations through early childhood and adulthood were impaired when perceptual characteristics differed across the sets but not when these variations occurred within the sets themselves. These findings suggest that perceptual variability impacts approximate numerosity judgments, hinting at the processes involved in numerical discrimination.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106352"},"PeriodicalIF":2.0,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing decision thresholds in primary school students using signal detection theory: validating an adapted version of the beads task 用信号检测理论评估小学生的决策阈值：验证一个改编版本的珠子任务

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-08-01 DOI: 10.1016/j.jecp.2025.106346

Lucas Stark , Benjamin Goecke , Ann-Kathrin Jaggy , Jens Krummenauer , Sebastian Kuntze , Jessika Golle , Benjamin Nagengast

{"title":"Assessing decision thresholds in primary school students using signal detection theory: validating an adapted version of the beads task","authors":"Lucas Stark , Benjamin Goecke , Ann-Kathrin Jaggy , Jens Krummenauer , Sebastian Kuntze , Jessika Golle , Benjamin Nagengast","doi":"10.1016/j.jecp.2025.106346","DOIUrl":"10.1016/j.jecp.2025.106346","url":null,"abstract":"<div><div>The decision threshold describes the minimum probability a person needs to be certain enough to make a decision. Lower decision thresholds lead people to jump to conclusions and are associated with superstitious and conspiracy-related beliefs. To shed light on the role of the decision threshold in the development of these phenomena, it is crucial to study decision thresholds at an early age. However, current measures of decision thresholds have only been administered in adult samples and are based on subjective probability estimates. The current study validates a new instrument that was adapted to measure the decision thresholds of children and is based on the objective probability values of a situation by using a signal detection analytical approach. We assessed decision thresholds in a sample of <em>N</em> = 299 children from an extracurricular enrichment program for talented primary school students. Receiver operating characteristic curves indicated that the new measurement instrument has high sensitivity. Furthermore, its construct validity was supported by positive associations with children’s performance in the original beads task, a measure of confirmation bias, age, grade level, and math performance. However, no associations were found with a measure of alternation bias, epistemic certainty beliefs, self-concept in data-related tasks, general self-efficacy, or gender. This study introduces a new instrument for measuring the decision threshold in children using objective probability values and gives insights into decision-making processes and their implications for cognitive biases and related constructs.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106346"},"PeriodicalIF":2.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Math language matters: math-specific verbal skills, not analog representation of non-symbolic magnitudes, predict symbolic fraction abilities in primary school children 数学语言的影响：数学特定的语言技能，而不是非符号量的模拟表示，预测小学儿童的符号分数能力

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-31 DOI: 10.1016/j.jecp.2025.106349

Yunji Park , Percival G. Matthews

{"title":"Math language matters: math-specific verbal skills, not analog representation of non-symbolic magnitudes, predict symbolic fraction abilities in primary school children","authors":"Yunji Park , Percival G. Matthews","doi":"10.1016/j.jecp.2025.106349","DOIUrl":"10.1016/j.jecp.2025.106349","url":null,"abstract":"<div><div>Fractions knowledge is widely recognized as a key building block for developing mathematical competence. However, many children face difficulties learning fractions. Recognizing these challenges, researchers have sought potential leverage points to enhance children’s fraction learning. In the present study, we investigated the relative contributions of verbal skills vs. non-verbal, non-symbolic number processing to 5th- to 7th- grade children’s fractions skills. Specifically, we compared two math-specific verbal skills—transcoding and mathematics vocabulary—and two skills representing non-symbolic analog magnitudes—approximate number sense acuity and acuity for processing non-symbolic ratios. To assess children’s symbolic fraction abilities, we used an experimental fraction arithmetic error detection task alongside a fraction magnitude comparison task, with fractions stimuli composed of two-digit components. Critically, mathematics vocabulary was the only predictor of interest that significantly predicted performance on both the error detection and comparison tasks. Our findings underscore the importance of math-specific verbal skills in supporting children’s fraction abilities, perhaps implicating their role in fostering conceptual understanding, while indicating a limited role for analog representational skills.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106349"},"PeriodicalIF":2.0,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Error dynamics as a marker of reading efficiency development: Insights from lexical decision performance in young readers 错误动态作为阅读效率发展的标志：来自年轻读者词汇决策表现的见解

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-25 DOI: 10.1016/j.jecp.2025.106347

Fanny Grisetto , Clémence Roger , Gwendoline Mahé

{"title":"Error dynamics as a marker of reading efficiency development: Insights from lexical decision performance in young readers","authors":"Fanny Grisetto , Clémence Roger , Gwendoline Mahé","doi":"10.1016/j.jecp.2025.106347","DOIUrl":"10.1016/j.jecp.2025.106347","url":null,"abstract":"<div><div>Understanding reading development requires investigating how visual word recognition capacities develop, particularly through lexical decision tasks. Traditionally, accuracy and reaction times (RTs) are analysed separately, overlooking their interaction, which provides crucial insights into performance. This study proposes a novel framework, hypothesizing that error dynamics (i.e., error distribution through RTs) could be an objective marker of reading efficiency. To test this hypothesis, the study investigated the relationship between reading skills in learning-to-read children and the dynamics of lexical decision errors. Lexical decision performance was analysed in 56 French-speaking children (22 Grade 1 and 34 Grade 2, 36 females). Two complementary methodologies were employed: RTs comparison between correct and incorrect responses and Conditional Accuracy Functions (CAFs) to evaluate accuracy as a function of RTs. Results showed that pseudoword errors were faster than correct responses whereas word errors were slower than correct responses. Of importance, fewer slow word errors and more fast pseudoword errors correlated with reading skills. The findings suggested that as reading skills improve, error dynamics would progressively shift from slow word errors to fast pseudoword errors. This study demonstrated that integrating accuracy and RTs via error dynamics analysis could provide objective markers of reading development. Crucially, it highlights a novel developmental index of reading skills through the shift of error patterns, offering a promising avenue for early identification of reading difficulties.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106347"},"PeriodicalIF":1.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Predicting fraction magnitude knowledge and fraction arithmetic 预测分数大小的知识和分数算法

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-19 DOI: 10.1016/j.jecp.2025.106344

Cecilia Björkhammer, Ulf Träff, Rickard Östergren

引用次数: 0

Individual differences in word learning from print and digital shared book reading 从印刷和数字共享阅读中学习单词的个体差异

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-18 DOI: 10.1016/j.jecp.2025.106345

Laura Diprossimo, Kate Cain

{"title":"Individual differences in word learning from print and digital shared book reading","authors":"Laura Diprossimo, Kate Cain","doi":"10.1016/j.jecp.2025.106345","DOIUrl":"10.1016/j.jecp.2025.106345","url":null,"abstract":"<div><div>Shared book reading is an important context for children’s vocabulary development. Yet, the process by which word learning is influenced by the characteristics of both the learning material and the learner remains poorly understood – particularly in relation to contemporary digital literacy practice. We examined the effects of book format (print vs. digital) and individual differences in prior vocabulary knowledge and executive functions on children’s word learning. English-speaking caregivers and their 4- to 5-year-olds took part in this study (<em>N</em> = 99; child’s M<sub>age</sub> = 57.5 months; 57.6 % girls). In a cross-sectional, within-subjects design, dyads read one of two custom storybooks in print, and the other in digital format, with order of book and format presentation counterbalanced across participants. Word learning was assessed with tests of production, definition, and comprehension. There was no evidence of a main effect of book format across word learning measures, however, several child characteristics influenced word learning. Prior vocabulary knowledge predicted performance on all word learning measures, boys were more accurate than girls in tests of definition and comprehension, and executive functions significantly predicted performance in the definition test. In addition, there was a significant cross-over interaction between book format and executive functions for the comprehension test scores. In the digital book condition only, higher comprehension test scores were obtained by children who scored more highly on the measures of executive functions. Overall, these findings underscore the importance of considering individual differences and multiple outcomes when studying learning from different media.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106345"},"PeriodicalIF":1.8,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Whom do I like more? Examining ethnic majority and minority children’s socializing preferences in Hong Kong 我更喜欢谁？研究香港少数族裔及少数族裔儿童的社交倾向

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-16 DOI: 10.1016/j.jecp.2025.106330

Eva E. Chen , Shaocong Ma , Julian M. Groves , Sarah E. Gaither

{"title":"Whom do I like more? Examining ethnic majority and minority children’s socializing preferences in Hong Kong","authors":"Eva E. Chen , Shaocong Ma , Julian M. Groves , Sarah E. Gaither","doi":"10.1016/j.jecp.2025.106330","DOIUrl":"10.1016/j.jecp.2025.106330","url":null,"abstract":"<div><div>Children often attend to social group differences when making decisions. Here, we investigated group preferences among Hong Kong children: 115 Chinese children (<em>M</em><sub>age</sub> = 67.56 months, <em>SD</em> = 10.35 months; 52 girls, 63 boys) and 84 ethnic minority South Asian/Southeast Asian (or SA/SEA; <em>M</em><sub>age</sub> = 76.50 months, <em>SD</em> = 11.59 months; 42 girls, 42 boys). Participants were presented with an ethnic ingroup individual and an ethnic outgroup individual on a computer screen, indicating their preference for one individual over the other in the study. They were randomly assigned to one of two conditions, one in which their ethnic group member was portrayed as wealthy while the other individual was portrayed as poor, one in which their group member was poor while the other individual was wealthy. Chinese children preferred to socialize with the ethnic ingroup child over the ethnic outgroup child. By contrast, SA/SEA children preferred to socialize with ethnic outgroup individuals. For both groups of children, the wealth of the presented individuals impacted their preferences. These findings, drawn from Hong Kong where an ethnic majority group co-resides with several visible ethnic minority groups, provide insights about how group status as it intersects with ethnicity functions as a key mechanism in determining group preferences.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106330"},"PeriodicalIF":1.8,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of valence in children’s and adults’ cross-modal integration of emotional prosody and emotional faces 效价在儿童和成人情绪韵律和情绪面孔跨模态整合中的作用

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-14 DOI: 10.1016/j.jecp.2025.106342

Emma Amyot , Craig Chambers , Susan A. Graham

{"title":"The role of valence in children’s and adults’ cross-modal integration of emotional prosody and emotional faces","authors":"Emma Amyot , Craig Chambers , Susan A. Graham","doi":"10.1016/j.jecp.2025.106342","DOIUrl":"10.1016/j.jecp.2025.106342","url":null,"abstract":"<div><div>Previous research indicates that preschoolers match emotional prosody with a corresponding emotional face when choosing between a positively versus negatively-valenced face. However, it is unclear whether these decisions are guided by discrete emotion categories or by coarse-grained valence distinctions. Here, we examined adults’ and children’s cross-modal matching of emotional prosody with one of two faces whose depicted emotions either contrasted in valence (e.g., happy vs. sad) or fell within the same valence category (e.g., sad vs. angry). First, to provide a basis for comparison for children’s performance, adults were presented with auditory stimuli and asked to choose a matching emotional face when the non-matching alternative either contrasted in valence (Exp. 1) or had the same valence (Exp. 2). Adults correctly matched emotional prosody with corresponding faces in both cases. In contrast, although 5-year-olds correctly matched emotional prosody when the alternative faces contrasted in valence (Exp. 3), they succeeded with within-valence distinctions only when differentiating negatively-valenced discrete emotions and not positively-valenced ones (Exp. 4). By 8 years of age, children accurately differentiated same-valence discrete emotions regardless of whether they were negatively- or positively-valenced (Exp. 5). Implications for the developmental trajectory of children’s recognition of discrete emotional prosody categories are discussed.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106342"},"PeriodicalIF":1.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adolescents’ state authenticity and inauthenticity when socialising online with a friend: Motivations in friendship 青少年与朋友在线社交时的状态真实性和不真实性：友谊的动机

IF 1.8 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-07-08 DOI: 10.1016/j.jecp.2025.106343

Carolyn Elizabeth Alchin , Tanya M. Machin , Neil Martin , Lorelle J. Burton

{"title":"Adolescents’ state authenticity and inauthenticity when socialising online with a friend: Motivations in friendship","authors":"Carolyn Elizabeth Alchin , Tanya M. Machin , Neil Martin , Lorelle J. Burton","doi":"10.1016/j.jecp.2025.106343","DOIUrl":"10.1016/j.jecp.2025.106343","url":null,"abstract":"<div><div>Authenticity is important for psychological thriving and adolescents experiment with who they are becoming (identities) with friends, so friendships are an important relationship where state authenticity and inauthenticity (the sense of and being the real me right now, versus not the real me) occur. Recent qualitative research noted friendship motivations may be connected to adolescents’ state authenticity and inauthenticity experiences, so the current study quantitatively investigated whether motivations/regulations (intrinsic, identified, introjected, external, and amotivation) predict adolescents’ state authenticity and inauthenticity when socialising online with a friend they also know in-person. Adolescents (13–17 years old, <em>N</em> = 130) completed an online survey about their experience of socialising online with a friend in the past 24 hours. Two exploratory factor analyses (EFA) using polychoric matrices were conducted (<em>n<sup>1</sup> =</em> 115), followed by a multiple linear regression (<em>n<sup>2</sup></em> = 108). Two EFAs were conducted, with state authenticity and inauthenticity items forming one factor, while motivation in a friendship items formed two distinct factors (autonomous motivation and controlled motivation). The regression showed autonomous motivation in a friendship predicted and explained 18% of variability in state authenticity and inauthenticity (large effect). A very large sample is required to validate and identify whether controlled motivation in a friendship (e.g., involving guilt) may have a small effect. Autonomous motivation in a friendship includes positive social values, such that friendships where autonomous motivation is present enables state authenticity, and by extension, opportunities for teens to psychologically thrive.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"Article 106343"},"PeriodicalIF":1.8,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144579392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0